An important resource for Citing Sources: Purdue Owl
Uni's definition of Plagiarism:
Plagiarism is intentionally or knowingly representing the words or ideas of another as one’s own in any academic endeavor. Plagiarism includes, but is not limited to, the knowing or intentional failure to attribute language or ideas to their original source, in the manner required by the academic discipline (such as by quotation marks, attribution in the text, proper paraphrasing and citation) in an academic exercise.
------------------------------------------Please remember to submit all Final Drafts to our shared Box Folder----------------------------------------------
How to use PowerPoint to create a Lego stop motion animation:
Connect your phone to your laptop with a USB cord
Once your computer has detected your phone, select all photos that you will need
Before clicking on Import, click on Changehow they are Organized and then click on Change where they are imported. Import them to your Box Sync folder.
Find your Box sync folder and select
Click on Import Selected and the pictures will load into your specific folder
Open PowerPoint and click on a blank presentation
in PowerPoint, click on Insert
Click on Upload Album and then New Photo Album
Click on the File/Disk option and this will lead you to your pictures
You are able to select all photos and click on the Create button
Next, click on the Transitions tab
Change the Advance Slide to .1 and click After button
Change the Duration to .1 and then click on the Apply to All button
Press play and enjoy
When all pictures all pictures are in PowerPoint, title your presentation and SAVE
Monday May 7, 2018
Today's goals:
1. Decide on your conflict resolution: vote; rock, paper, scissors; talk it out; etc.
2. Determine if you have Legos for the group, a phone to take pictures, will you build a tripod?
3. Decide and write down your choice for a Greek Myth. You may choose from any of the following myths:
--Persephone; Prometheus and Pandora; Athena; Hercules; Perseus (Medusa); Thebes (Oedipus and the Sphinx); Theseus (Minotaur)
4. Read the myth. Even if you have read the myth before, read this version. You are bound to this version of the myth.
5. Decide which scene you would like to create for the film. Remember that you will probably only be able to create a one minute scene, but you should choose an iconic scene.
6. Create a story board for the scene. Who will be in the scene? What will the background look like? Will you need any special Lego pieces?
Friday May 4, 2018
On a piece of paper, please complete the following:
1. Rank all of these Greek myths according to your interests:
a. Persephone
b. Prometheus and Pandora
c. Athena
d. Hercules (12 labors)
e. Perseus (Medusa)
f. Thebes (Oedipus and Sphinx)
g. Theseus (Minotaur)
2. List two students you would like to work with or work well with.
3. Do you have Legos to loan to the group?
Friday, April 27, 2018 Here is your last essay for Subfreshman English.
Friday, April 20, 2018
Here is a PowerPoint on imagery that includes other forms that we've not discussed before now.
Answer the following questions in your journals as a group:
1. Can you find a relationship or connection between all of these examples of seriousness? Explain your answer with support from the poem.
2. What other moments of seriousness could be included in this poem?
3. Find three examples of imagery in the poem. Using the definition from the PP, label each example.
Thursday, April 12, 2018
4th period
"Forgetfullness"
As a table, answer the following questions:
What imagery or other poetic devices did you find?
What is the tone or mood of the poem? Provide support for your position.
Consider the structure. Do you notice patterns or repetition? Compare the stanzas.
What is the message of the poem?
After you’ve dictated the above group discussion in your journals, watch the following Ted Talk by Billy Collins, author of the poem. Do not watch all of the Ted Talk. Begin at: 6:16 until the end of the poem~8:32. You will probably need to watch these on your laptops rather than rely on the monitor’s volume.
Spend 2-3 minutes answering the following question, individually, in your journal: What are you reactions to listening to the poem? Does this reading change your interpretation of the poem?
Share with your group members
"We Wear the Mask"
Answer the following questions, individually, in your journal for “We Wear the Mask”:
What is the mood of the poem? What lines or words convey this mood?
Click here to read an excerpt from Dunbar's poem "Negro Love Song"
Answer the following questions:
What is the mood of the above poem?
What similarities and differences do you see with these two poems by the same author?
Why do you think he would write in two very different styles?
After you have written answers to the above questions, read the below information about Dunbar:
According to poets.org, “Paul Laurence Dunbar was one of the first influential black poets in American Literature… He enjoyed his greatest popularity in the early twentieth century following the publication of dialectic verse…” Dialectic verse is when an author uses a particular form of a language that is specific to a region or social group. Appalachian dialect is an example.
Dunbar was well-known for writing a range of genres: essays, poetry, novels, and his work has been “acclaimed as an impressive representations of black life in turn-of-the-century America....Dunbar invested himself most fully in his standard poetry—which bore the influences of such poets as the English romantics and Americans such as Riley—it was the dialect verse that found greater favor with his predominantly white readership, and it was by virtue of these dialect poems that Dunbar gained increasing fame throughout the country. “
Dunbar wanted to be a professional writer, so he was generally conflicted because he wanted to write using his more natural voice, as exemplified in his poem “We Wear the Mask” rather than the more popular and therefore purchased and requested poetry such as “Negro Love Song.”
Discuss your responses with your table mates.
HW: Tomorrow is a free reading day--bring a book!
Tuesday April 10, 2018 Poetry in Music
Each student at your table should suggest a song for this activity. The objective is to identify, label, and explain the type of figurative language or poetic devices used in the song.
Begin searching online to find the lyrics to the song. Read the lyrics and look for any of the figures of speech or devices of sound that are listed on the Poetic Devices worksheet (poetry packet).
Some common poetic devices found in music are metaphors, similes, personification, hyperbole, alliteration, assonance, consonance, onomatopoeia, or rhyme. While in class, complete as much of the worksheet as possible.
Song 1
Identify Passage from Song
Label the Poetic Device
Explain the Poetic Device Used
Monday April 9, 2018
Here is the poetry packet, with copies of all poems, just in class yous is misplaced.
Thursday March 29, 2018 Here is the link to the I Am Malala essay.
HW for tomorrow:
In your journals, choose two topics from your brainstormed list and freewrite on each topic for 10 minutes.
Consider the following ideas when freewriting: What are your feelings on this topic? How does it relate to you? What experiences have you had with this topic? And anything else you want to say.
Tuesday, March 27, 2018
As a table, answer the following questions in your notebooks:
1. Chapter 21: After the shooting, confusion seemed to be the most prevalent emotion. Doctors, dignitaries, the army, the family, and friends heard and shared different stories. How and in what ways was this confusion detrimental to Malala's medical treatment? At one point, Malala wrote about her father's feelings, "In our society, if someone dies, you feel very honored if one dignitary comes to your home. But now he was irritated. He felt all these people were just waiting for me to die when they had done nothing to protect me." 253. Is Ziauddin justified in his response? A similar emotion occurs when dignitaries visit a disaster site. Why do dignitaries become involved in dramatic events? Is this a benefit to anyone involved or a hindrance to disaster relief? What should dignitaries do to lend support and offer sympathy?
2. What is your reaction to Ziauddin's decision to let Malala go to the UK?
Wednesday, March 14, 2018
Using Chapters 11-14, find passages in the text that illustrate Malala or her father criticizing the Taliban OR moments where there is a clear representation of how the Taliban’s restrictions are negatively affecting Malala, her family, or her friends.
Tuesday, March 13, 2018
Consider the following passage from page 139 “’What are you doing?’ he would ask. ‘You are playing havoc with our lives and our culture.” Explain what Ziauddin means in these sentences.
Page 142: Unpack this simile: “Our words were like the eucalyptus blossoms of the spring tossed away on the wind.”
Page 151: “There was no one to protect us.” Explain what Malala means and respond to her statement.
Page 153: “We Pashtuns know the stone of revenge never decays, and when you do something wrong you will face the music. But when would that be? we continually asked ourselves." Explain Malala's words and respond to them.
Friday March 2, 2018
Below is the reading schedule for I Am Malala. It's possible that this reading schedule will change depending on the needs of the class discussions and reading pace. Please keep track of how long it takes you to read for Monday.
M 3.5
Pages 3-39 (36)
T 3.6
Pages 40-68 (28)
W 3.7
Pages 69-89 (20)
R 3.8
Pages 90-107 (17)
F 3.9
No School
M 3.12
Pages 111-134 (23)
T 3.13
Pages 135-153
(18)
W 3.14
Pages 154-175
(21)
R 3.15
176-204
(28)
F 3.16
205-226
(21)
M 3.19
Spring Break
T 3.20
Spring Break
W 3.21
Spring Break
R 3.22
Spring Break
F 3.23
Spring Break
M 3.26
Reading day in class
227-242
T 3.27
Pages due
245-271 (26)
W 3.28
Pages due
275-301
R 3.29
Pages due 303-End
F 3.30
Begin Essay work
Thursday, March 1, 2018
Assignment: review Kenneth Branagh's film adaptation of Much Ado About Nothing. While you're not necessarily evaluating how well the movie adheres to the play, you should use your knowledge of the play and your film notes to guide your evaluation.
Since you can't discuss the entire film in 45 minutes, you should focus in on one or two specific elements of the film:
--one or two actor's portrayal of their character
--evaluate one or two particular scenes (the director's choices in location, portrayal, movement, action, additions/deletions)
--some other specific aspect of the film
The essay should have a thesis statement that makes a claim about the quality of the film/actor/performance/etc. The word choice throughout the essay should reinforce that thesis statement. For example, if you claim Michael Keaton's portrayal of Dogberry is precise, then you should use words such as exact and accurate as you provide examples of moments in the film when this quality is represented. Be specific in the evaluation. Don't just say that the actor was good. What about their performance was good? Facial expression, body language, interpretation of the line, etc.
The evaluation should be in MLA format, several paragraphs, at least 400 words and no more than 500 words, revised, edited, and submitted by tonight at 10pm to our shared Box folder, titled "Last Name, Film Review."
Here is the link to the IMBD page which will list the actors names. Please refer to the actor's names.
Tuesday February 13, 2018
Today you will write a response to Act 4. You will have a large portion of the class time to write the response in your journals.
All responses must give a brief summary of the scene.
Approach the response from one of the following questions:
i. How does this scene compare to the rest of the play so far? Explain. Use specific lines from the scene to support your response.
ii. What is confusing or startling about the scene? Explain. Use specific lines from the scene to support your response.
iii. Is there a line or lines that trouble or intrigue you? Explain. Why? How does that line relate to the rest of the scene or play?
iv. Does the tone change in this scene? So what? Why is that relevant?
Monday February 12, 2018
Just to clarify, here is the book information for the upcoming unit: I Am Malala: The Girl Who Stood Up For Education and Was Shot by the Taliban
ISBN: 0316322407
Thursday February 8, 2018
Just in case you are interested in watching all of the Alexander Street Press Version (early 20th Century United States): Much Ado About Nothing
Thursday January 24, 2018
It's time to start reading Much Ado About Nothing. Please bring your book to class everyday. Below is the reading schedule, instructions for the insult duels, and the insult duel schedule. At the end of the below information, you will find a links to an insult generators, a list of insults from the Folgers Theater, and a link to the OED (the dictionary that you should use to find the definitions for the insults).
Much Ado About Nothing
Possible Schedule
M 1.15
No School
T 1.16
Group Work
W 1.17
Group Work
R 1.18
Group Work
F 1.19
Group Work
M 1.22
Present
Elizabethan political history
Present
Elizabethan social history
T 1.23
Present
Globe Theater
Present Drama
W 1.24
Present
William Shakespeare
R 1.25
Shakespeare Prep
F 1.26
Free Reading Day
M 1.29
Shakespeare Prep
T 1.30
Reading Due:
Act 1, Scene 1
W 1.31
Reading Due: Act 1, Scene 2-3
R 2.1
Reading Due: Act 2, Scene 1
F 2.2
Reading Due:
Act 2, Scene 2
M 2.5
Reading Due:
Act 2, Scene 3
T 2.6
Reading Due:
Act 3, Scene 1
W 2.7
Reading Due:
Act 3, Scene 2
R 2.8
Reading Due:
Act 3, Scene 3
F 2.9
Free Reading Day
M 2.12
Reading Due: Act 3, Scene 4-5
T 2.13
Reading Due:
Act 4, Scene 1
W 2.14
Reading Due:
Act 4, Scene 2
R 2.15
Reading Due:
Act 5, Scene1
F 2.16
Reading Due:
Act 5, Scene 2-4
M 2.19
No School
T 2.20
Agora
W 2.21
Agora
R 2.22
Agora
F 2.23
Agora
M 2.26
Film
T 2.27
Film
W 2.28
Film
R 3.1
Begin IAM
F 3.2
Insult Duels (15 points): As noted in the schedule, we will begin the Insult Duels on January 29. Each day, two students will exchange Elizabethan insults and then explain what they mean. The purpose of this assignment is to become familiar and comfortable with the language in a truly “meaningful” way. I will provide you with a sheet that lists some choices (see below Shakespeare Insult page), but there are several resources on the internet. Some of these resources might be wrong, so make sure you are using a credible source. You will be required to explain the meaning of the insult in contemporary language, so be sure and consult the OED so you know what you are saying.
Here are your groups. I tired very hard to give each student their first choice, but some topics were more popular than others. I am pretty sure that I was able to get each in at least their second choice. If you have major concerns about your group assignment, please speak to me privately:
During finals period, each of you will share your Banned Book Project with the class through an informal yet organized description of your research and evaluation.
Before you come to class, please gather and write down this information:
Summary of the book: 2-3 sentences about the main idea of the book
Challenge information: who, when, where, why, outcome (if available)
A few points about your evaluation: what did you ultimately decide and why
Tuesday December 12, 2017
Banned Book Eval Work (due Monday Dec 18 by 10 pm):
The essay should convey to major ideas: explain the details of the challenge and defend your position about whether the book's value outweighs the "bad stuff."
1. Banned Book Challenge
2. Defend your position
Newsbank (newspapers)
Newsbank (reviews)
Lexis Nexis (newspapers)
Lexis Nexis (reviews)
Proquest (historical newspapers)
Proquest (reviews)
Defending frequently challenged books (reviews and awards)
Literature Resource Center (reviews and overviews)
Library Information Science Source (reviews and responses)
Defending freq challenged books (reviews, awards)
Continue to refer back to complete essay prompt for additional instructions and details: Revised Banned Book Prompt
Wednesday December 6, 2017
HW:
Continue working on your Banned Book Synopsis due Monday (Dec 11) by 10pm to your Box folder. Review the instructions on the above document.
Here are the additional details that we went over in class:
--3rd person formal tone
--include spoilers
--MLA: header, page numbers, 1 inch margins
--in your own words
--include important points/events
--provide basics: setting, characters, title and author
--tell the summary in the order in which the story unfolds
--use transitions
--do not write one long paragraph
--WCited for your book (does not count towards the 1-2 pages)
--you only need in-text citations if you use direct quotes
--literary present tense (if fiction)
--objective summary: no analysis or evaluation
--title of novels are in italics
--write the summary of the book from memory or go back and read portions--do not use outside resources
--save the file in your Box folder as Last Name, Synopsis
--summary does not need traditional introduction and conclusion
--does not need a creative title (can be Summary of...., or not title at all)
Tuesday December 5, 2017
Week of December 4-8
Monday
BB Reading Day
Tuesday
BB Reading Day
Wednesday
Work Day-Synopsis
Thursday
Work Day-Synopsis
Friday
Work Day-Synopsis due by 10pm
Week of December 11-15
Monday
Work Day-Eval
Tuesday
Work Day-Eval
Wednesday
Work Day-Eval
Thursday
Work Day-Eval
Friday
Work Day-Eval due by 10pm
Friday December 1, 2017
Continue reading your BB.
Monday and Tuesday will be in-class reading days.
Monday November 27, 2017
Proposal Due Thursday November 30—this must be a signed HARD COPY by parent/guardian turned into me
Your audience. You are not writing to the teacher; you are addressing your parents. You know them. You know what they will allow and what they will not. You have to formulate your argument in a way they will find acceptable.
Your Purpose. You are presenting an argument. You have to provide your audience with all the information they need. You must address the issues that are controversial in the book. You should explain where the book has been challenged and by whom.Finally, you need to justify why you should be allowed to read the book – and getting a passing grade is not a valid reason. Consider using the Novelist database and “The Freedom to Read Statement” to support your argument, but you could also consider using your inside information about your family. What do your parents value? How does that relate to what you’d like to read? Your parents have to acknowledge your choice. They could certainly say no. Know your limits and know their limit.
Format. This should be a letter objectively presenting an argument. We will discuss the letter format in class. At the end of the letter, you need to have a statement for the parent to sign acknowledging that you have spoken to them about your book choice. For example: I acknowledge that Fred has spoken to me about their Banned Book Choice, , and I approve of this choice.
Length. This argument should be single-spaced 1-2 pages. Be direct.Letter Format Example
Documentation. You have to prove to your reader that you have done your research. You do that by including MLA in-text documentation of your researched material and ending with a correct MLA citation of any and all sources you cited in the proposal. (Note: I will alert your parents to look for documentation. If none is there, I will advise your parent to deny your request. I guarantee that lack of documentation will cost you greatly in the grade.)
HW: Continue researching and writing
Thursday November 16, 2017
During class today, Ms. Arnold and I will discuss "The Freedom to Read Statement" by the American Library Association (ALA).
On Friday, Ms. Arnold will show you the class project page for the Banned Book Project and how to navigate through it.
HW for Monday:
Begin some preliminary research using the Class Project Page ONLY--no exceptions
Take notes in your journal:
--books that you are interested in reading (even if you've decided on a book, and you DO NOT need to have decided on a book yet)
--title of the book, why was it challenged, when, who, where
--which databases and sources provide the above information
--which databases are not as useful for you and why
--you do not need to look through all of the resources/databases over the weekend as we will have time in class on Monday to do more research.
--meet in the library on Monday (research, choose, order/checkout)
--remember that you do not need to have chosen your book until the end of class on Tuesday
Tuesday November 7, 2017
Anticipated Reading Schedule:
Week of November 6-10
Homework Due
Monday
Work Day
Tuesday
Begin Fahrenheit 451--"The Necklace" Essay due by 10pm tonight to shared Box folder
Wednesday
Read in class
Thursday
Chapter 1 Due--discussion
Friday
Read in class
Week of November 13-17
Homework Due
Monday
Chapter 2 Due--discussion
Tuesday
Read in class and Assign BB Project
Wednesday
Chapter 3 Due--discussion
Thursday
Freedom to Read Statement
Friday
Ms. Arnold will speak about BB Research
Choose one of the following statements and explain your opinion:
Television is a great source of news about important issues facing the American people.
Most people in the US spend most of their free time watching TV.
Control of citizens by the government is fine if it reduces conflict and violence in a country.
Censorship of books is really not an issue today.
The great books are essential to enabling humans to be truly happy.
True happiness consists of having fun with friends.
The average person in the US is rich compared to the average in other countries.
Differences in wealth among countries is a source of bitterness and war.
Watching or playing sports is actually more important than conversations about ideas or world affairs.
Advances in technology have made life richer and people happier in the US.
People who resist government policies which they think are wrong should be valued by society.
------------------------------
Each table is assigned a topic(s) to research and present on your board. Gather some basic information using more than one source. As you gather information, write it on your assigned board. You will need one laptop navigator, one glass board scribe, and the other students will help decide what information is should be written on the board. All students should be reading information.
Station 1: Ray Bradbury
Station 2: Atomic Bomb and WW II
Station 3: Cold War
Station 4: McCarthyism
Station 5: Un-American Activities Committee Hollywood 10
Station 6: American Communist Party Edward R. Murrow
----------------------------
HW: Begin reading Fahrenheit 451 (including introduction). Your goal for this evening is 20 pages.
Monday November 6, 2017
“The Necklace” Checklist
Final draft due tomorrow by 10pm to our shared Box Folder
Title the document “Last Name, Necklace”
Revisions:
Complete introduction
Strong thesis statement that includes title of story and claim about the theme (one sentence)—please underline/highlight
Topic sentences
Evidence and support for each paragraph
Signal phrasing and explanation of how quotes relates to or supports main idea of paragraph and/or theme
Secondary source used at least twice in body paragraphs
Complete conclusion that mirrors the length of the introduction and returns to the attention getter
Editing:
MLA format
Title
Works Cited Page: double spaced entries, do not number the entries, alphabetical order
3rd person only (DO NOT USE we, me, us, I, you, you're, you are, you all)
Grammar: run-ons, comma splices, spelling
Varied sentence structure, no: thing, good, bad, very, really, a lot; clarify uses of this, that, these, those at the beginning of sentences
Work on to be verbs (even if you remove three from your paper, that’s progress)
Transitions
Documentation (de Maupassant 289), (“Overview”), or (Pierce)
Literary present tense when referring to the story
Past tense when referring to the secondary sources
BRING your Fahrenheit 451 book to class tomorrow.
Tuesday October 31, 2017
Draft work in class today after a brief discussion about the second piece of literary criticism. Keep working on your drafts in preparation for the peer review on Thursday.
Signal Phrasing WRONG-Dangling Quotation/Hit and Run With the mystery apparently solved, the reader might think that the story should end at this point. Indeed, several critics have argued that "The Necklaces"'s conclusion—its oft-noted surprise ending—is necessary. “the real merits of the tale as read, do not lie in the cleverness of the ending” (85).
CORRECT With the mystery apparently solved, the reader might think that the story should end at this point. Indeed, several critics have argued that the story's conclusion—its oft-noted surprise ending—is necessary. In his 1974 book The Short Story, Sean O’Faolain argued that“the real merits of the tale as read, do not lie in the cleverness of the ending,” making the case that Maupassant’s genius lies in his characterization of the Loisels and his depiction of the hardships that they encounter(85).
He was partially supported in this position by Francis Steegmuller, the author of an influential Maupassant biography, who regarded “The Necklace” as“inherently inferior” to Maupassant’s other works because it is “flawed by improbabilities,”by which he meant all of the story’s unlikely coincidences but particularly the final revelation of the necklace’s true nature (145). Despite these critics’ wishes to the contrary, the ending is a part of Maupassant’s story—and, I would argue, an integral one.
Quoting Templates—Signal Phrasing
Remember literary present tense--the idea that a piece of fiction is constantly unfolding-- that only applies to fiction. Given the format for this essay, you will need to convert some of the below templates to 3rd person if you are using them to introduce a direct quote from the story.
However, when you write about nonfiction (secondary source) to support your position, then you should use past tense. For nonfiction, you will need to adjust the templates below by converting to 3rd person and past tense.
Introducing quotes:
X states, “” (citation).
As the prominent philosopher X puts it, “_” (citation).
According to X, “” (citation).
X himself writes, “_” (citation).
In her book, , X maintains that “” (citation).
Writing in the journal Commentary, X complains that “” (citation).
In X’s view, “_” (citation).
X agrees when she writes, “_” (citation).
X disagrees when he writes, “” (citation).
X complicates matters further when she writes, “__” (citation).
Templates for Explaining Quotes:
Basically, X is saying _.
In other words, X believes .
In making this comment, X argues that .
X is insisting that _.
X’s point is that .
The essence of X’s argument is that .
Ways of Responding
Disagreeing
I think that X is mistaken because she overlooks _.
X’s claim that _ rests upon the questionable assumption that.
X contradicts herself. On the one hand, she argues _. But on the other hand, she also says _.
By focusing on _, X overlooks the deeper problem of __.
Agreeing
I agree that _ because my experience confirms it.
X is surely right about because, as she may not be aware, recent studies have shown that .
X’s theory of _ is extremely useful because it sheds light on a difficult problem of .
Those unfamiliar with this school of thought may be interested to know that it basically boils down to ___.
Combination of Both
Although I agree with X up to a point, I cannot accept his overall conclusion that.
Although I disagree with much that X says, I fully endorse his final conclusion that .
Though I concede that _, I still insist that .
X is right that _, but she seems on more dubious ground when she claims that _.
While X is probably wrong when she claims that _ she is right when she claims that.
Monday October 30, 2017
Reading Literary Criticism:
Remember that lit crit is not being critical of the work but rather taking a critical look at the work by making inferences and connections within in the text or using a theory to analyze the text.
--Be prepared to annotate: ask questions, define words, highlight, underline, emphasize ideas by noting them on the side.
--keep your eye out for the thesis
--find the evidence
--keep your eye out for ideas that could support your thesis
HW:
Read 2nd piece of criticism and take notes using the guiding principles above as well as those discussed in class.
Friday October 27, 2017 HW:
Keep drafting your essay. Come to class on Monday with a rough, rough draft of all body paragraphs and at least an outline of the conclusion.
Thursday October 26, 2017
You should have come to class with a completed concept map and a rough, rough introduction.
Today, you should continue drafting your essay. So, where to go from here?
1. How will you arrange/pair/match/group the support for your analysis? Scenes? Topics? Actions? Decisions? Characters? Look over your concept map and determine what ideas and support can be paired and matched together. You can ultimately decide how to organize the essay and support your ideas. While the essay prompt states "explain HOW these specific elements of the scene are supporting, reinforcing, communicating the THEME of the story," it certainly depends on what you pull out of the scenes to use as support.
2. After you decide how to organize the essay, begin crafting the body paragraphs. Don't forget those important elements of a paragraph: topic sentences, major and minor supporting ideas, and evidence from the text. Be sure that you are connecting the dots for the reader--HOW do the elements of the scene convey the theme? What happens? Doesn't happen? Why does is matter? Why are these actions important? Pull apart the scene and then explain how the parts come together to convey the theme.
3. Come to class on Friday with a rough, rough draft of at least two body paragraphs.
Tuesday October 24, 2017
HW: Finish your concept map. Remember that the concept map is a prewriting exercise to get your ideas on paper. You are not bound to every idea that you write. Don't forget to also fill in the blanks and include the explanation as to "why it matters, why is it significant, and/or how does it relate to the theme?" What's happening in the scene? What's happening that's not being said by the author/narrator? Why is it happening? Pull apart the scene first and then explain how they relate or why it matters.
For example, consider the theme and ideas that I had on the board today:
--Honesty--They send the letter to Mme. Forestier---because they want to keep her as a friend--why is this important? because social status is important to her. Keeping a woman with a higher social status as a friend than her keeps her social status higher. However, in the long run, she loses her social status anyhow because she has to work.
Monday October 30, 2017
Reading Literary Criticism:
Remember that lit crit is not being critical of the work but rather taking a critical look at the work by making inferences and connections within in the text or using a theory to analyze the text.
--Be prepared to annotate: ask questions, define words, highlight, underline, emphasize ideas by noting them on the side.
--keep your eye out for the thesis
--find the evidence
--keep your eye out for ideas that could support your thesis
HW:
Read 2nd piece of criticism and take notes using the guiding principles above as well as those discussed in class.
Monday October 23, 2017
It's your favorite time of the unit. Here is your essay prompt: Necklace Analysis
HW: reread "The Necklace" and take notes in your journal about the scenes that relate to your possible theme for your essay.
Friday October 20, 2017
HW: Read and take notes on this powerpoint: theme
After taking notes, compose at least three themes for "The Necklace." Remember that a theme needs a subject and predicate. "Honest" is not a theme. "It's important to tell the truth because it produces trust." However, don't be too specific. For example: Matilda should have been honest so that she didn't have to spend 10 years paying off her debt."
Thursday October 19, 2017
HW: 1. finish the character analysis questions.
2. In your journal, pick up where the end takes off. What happens next? Spend 20 minutes writing.
Wednesday October 18, 2017
Complete the following before you come to class tomorrow:
--read and take notes on "The Necklace" on page 288
--respond to ending of the story
--Look over your notes and story. Make a list of the 10 most important "sequence of events" in the story. Consider the definition of plot--that events in a story do not happen in isolation but rather there is a cause and reaction.
Friday October 13, 2017
You will be watching a short film of "Trail of the Green Blazer" which is a one episode from a TV series called Malgudi Days. The series was produced in 1986 and depicts Narayan's short stories.
Since the actors are speaking Hindi, many of you will not be able to understand the words. However, you've read the short story, so you know the events of the story.
One student from each table should hook-up their laptop to the monitor at your table.
As you watch the film, each student should take notes in their journal about the film by answering these questions:
1. Pay close attention to the portrayal of Raju. Is it the same as you expected? Different? How so?
2. What about the portrayal of the Green Blazer? Is it the same as you expected? Different? How so?
3. How does the setting in the film compare to the short story?
4. Do you notice other morals, lessons, or messages from the author? We discussed the author's message yesterday. Is this lesson more or less pronounced?
5. What other significant similarities and differences do you notice?
After you finish watching the film, finish answering the questions. If there is time, please share with people at your table.
Wednesday October 11, 2017
HW; Read and take notes "Trail of the Green Blazer" on page 179
Tuesday October 10, 2017
HW: Read and take notes on "The Rain Came" page 192
Monday October 9, 2017
Homework for Tuesday
Answer the following questions about "It Used to Be Green Once" in your journals:
1. Finish your journal entry from class: In what ways and where in the text do you see the information from the Wiki represented? (In other words, what did you learn about the Maori people and HOW can you connect the Wiki reading to the story?)
2. Describe Mum. Do you think she is cruel? Why or why not? Provide evidence from the story.
3. Explain the last line of the story?
Friday October 6, 2017
Read and take notes on "It Used to Be Green Once" for Monday
Thursday October 5, 2017__
At your tables, answer the following questions:
1. When does the story take place? What passages in the story represent your answer?
2. Where does the story take place? What passages in the story represent your answer?
3. Which side does Tokjae represent? What passages in the story represent your answer?
4. Which side does Songsam represent? What passages in the story represent your answer?
5. How does Tokjae become the chairman for the Communist Farmers' Alliance? How does he feel about the position? What passages in the story represent your answer?
6. Why didn't Tokjae go North when warned of the South's invasion?
HW: In your journal, explain the last line of the story.
Wednesday October 4, 2017
HW: Read and take notes in your journal on the short story "Cranes" pages 37-41.
Short Story and Banned Book Units October 2-December 18
Anticipated Schedule
Date
Assignment
Week of October 2-6
Monday
Paragraph Work
Tuesday
Paragraph Work and distribute textbooks
Wednesday
Begin Unit/What is a short story?
Thursday
Story #1 Due "Cranes"
Friday
Continue Story #1
Week of October 9-13
Monday
Story #2 Due
Tuesday
Continue story #2
Wednesday
Story #3 Due
Thursday
Story #4 Due
Friday
Continue Story #4
Week of October 16-20
Monday
No School
Tuesday
No School
Wednesday
Story #5 read in class
Thursday
Continue
Friday
Continue
Week of October 23-27
Monday
Assign Short Story Essay
Tuesday
Work Day--Concept Map
Wednesday
No School
Thursday
Work Day
Friday
Work Day--Literary Criticism in class and HW
Week of October 30-November 3
Monday
Work Day
Tuesday
Work Day
Wednesday
Work Day
Thursday
Peer Review in class--bring paper copy
Friday
PT Conferences
Week of November 6-10
Monday
Work Day--Revisions and Editing
Tuesday
begin Fahrenheit 451--Necklace Essay due by 10pm
Wednesday
Reading in class
Thursday
Completed Chapter 1
Friday
Reading in class
Week of November 13-17
Monday
Completed Chapter 2
Tuesday
Reading in class
Wednesday
Completed Chapter 3
Thursday
Discussion of Freedom to Read Statement
Friday
Assign BB Project
Week of November 20-24
Monday
Research Day
Tuesday
Research Day and Chosen Book Due
Wednesday
Break—No School
Thursday
Break
Friday
Break
Week of November 27-December 1
Monday
Review Letter Instructions
Tuesday
Work Day-Letter
Wednesday
Work Day-Letter
Thursday
Signed Letter Due
Friday
BB Reading Day
Week of December 4-8
Monday
BB Reading Day
Tuesday
BB Reading Day
Wednesday
Work Day-Synopsis
Thursday
Work Day-Synopsis
Friday
Review Eval Instructions
Week of December 11-15
Monday
Work Day-Eval
Tuesday
Work Day-Eval
Wednesday
Work Day-Eval
Thursday
Work Day-Eval
Friday
Work Day-Eval due by 10pm
Tuesday October 3, 2017
Please answer the following questions in your journal and please date the entry:
--Define the short story genre.
--How long is a short story?
--How do the literary conventions (protagonist, plot, etc.) function in the short story genre?
--What devices (foreshadowing, flashback, etc.) might you expect or might not expect from a short story?
PLEASE DO NOT GOOGLE THIS QUESTION. I am not looking for a perfect answer but rather some critical thinking about what "makes" a short story, a short story.
Monday October 2, 2017
HW: please begin revising your paragraphs. You will have the entire class period tomorrow to finish and submit your paragraphs.
Friday September 29, 2017
Today is free reading day.
HW: finish your last paragraph and bring a PAPER copy of all three paragraphs to class on Monday for a peer review.
HW: brainstorm a list of all the hidden details about Uni. What are Uni's best qualities that aren't necessarily shared or thoroughly explained during the informational meetings or from the website?
I will be collecting your journals tomorrow, so please bring it to class, ready to turn in.
Monday September 25, 2017
Today's goals:
Finish writing your paragraph: 8-14 sentences
Must include topic sentence, concluding sentence, major and minor supporting ideas
Major and minor supporting ideas: focus on the description of the dish (see, taste, smell, hear, feel)
Example: The colors of maki range from dark green and red to white. The rice is often white and mostly opaque, but the seaweed that is used to wrap the rice and other contents is a beautiful dark green just like what you would see while swimming in the ocean.
Write this list down in your journal:
varied sentence structure
transitions
to be verbs
clarity (removing words: really, very, a lot, thing, something, it)
clarify any use of these words: this, that, these, those
title
Due date: 20 minutes into tomorrow class
Friday September 22, 2017
Food/Dish Paragraph
Describe the best/worst meal that you've ever had.
Describe a popular dish in your culture
Describe the weirdest food that you have ever eaten.
Create a prompt of your own with a focus on describing the dish.
One of the above prompts should inspire your topic sentence. Use the details of the dish to support your topic sentence—in other words, the major and minor supporting details should come from the dish.
This paragraph has fewer rules than the last, but must do the following:
be 8-14 sentences
keep in mind the basic paragraph principles: topic sentence, major and minor supporting details with examples and explanations, concluding sentence, unity, coherence, focus, transitions, and replacing to be verbs.
also keep in mind the various ways of describing food (see below)
follow MLA format (12 point TNR font, double spaced, titled)
use the same document as your Uni student trait paragraph. Begin this paragraph underneath.
You're primary audience is me. What does that tell you about the tone and voice?
Our goal for completion is probably Monday evening by 10pm, but let's see how it goes today.
Thursday September 21, 2017
Second Paragraph:
You will get the opportunity to choose one dish to describe for this essay.
It will important to consider and possibly include:
Taste
Smell
Texture
Shapes
Colors
Lines
Quantity
Size
Sound
Ingredient
Temperature
Thick/thin
Quality
You can describe the food by using one of the following prompts:
Describe the best/worst meal that you've ever had.
Describe a popular dish in your culture
Describe the weirdest food that you have ever eaten.
Create a prompt of your own with a focus on describing the dish.
While the topic of the paragraph is simple, as you've experienced at this point, the details are not. I provided you with a list of items to revise and edit. Focus on writing clear and concise sentences with details and description. Consider these paragraphs our warm-up exercises for the essays to come.
Homework for Friday:
Choose which prompt and dish you would like to use for this paragraph.
Wednesday September 20, 2017
General revisions and editing are necessary for the first paragraph. However, we are also going to consider some very specific items as well:
1. Transitions (this was your homework)
2. Varied Sentence Structure
3. Repeated phrases and synonyms
4. To Be Verbs Vs. Active Verbs
Please revise these items and submit your final draft to your Box account by 10 pm tonight. Title the document: Last name, Paragraphs
Tuesday September 19, 2017
Today while in class, your goal was to complete the worksheet with your chosen trait and then compose a paragraph using proper MLA format.
Homework: finishing composing your paragraphs and then rearrange sentences (if needed) and add/revise transitions, using the transition worksheet.
Monday September 18, 2017
Just to clarify: your homework is to choose a trait and brainstorm a list of examples.
Friday September 15, 2017
We will start a new unit on Monday that will address the specific details of a paragraph.
HW for Monday:
Please read and take notes in your journal on this paragraph powerpoint that explains the components of a paragraph.
Tuesday September 12, 2017
Editing items to consider:
--MLA documentation
--MLA format
--title
--replace or modify the phrases around these words: very, really, thing, this, great, good, bad, everyone, always
--check your use of commas
--Oxford Comma
--misspellings and other grammar errors
Your final drafts are due tonight by 10pm to your shared Box Folder. Title the Essay "last name, Fairy Tale Essay"
Bring your rough draft, peer review, and SAMANTHA worksheet to class on Thursday.
Tomorrow meet in the library for a library tour! Thursday September 7, 2017
Our goal today is today is to prepare your draft for a peer review tomorrow.
Required items for the rough draft:
Correct MLA format (header, page numbers, correct margins, works cited page)
Title that is specific to your essay
Complete Introduction: attention getter, introduction to the story (title, author, year of publication), 2-3 sentence summary of the story, thesis statement.
Thesis statement should make claim--underline the thesis statement. Evolve the thesis. How can you complicate the claim? Does the character change over the course of the story? Are there two traits that are similar and should be grouped together in some way? Does one trait stand out from the rest? Consider using some of the terms associated with characters (protagonist, dynamic). Consider beginning with a subordinate clause (since, while, although, though, if). Can you use a "claim + because + reasons" thesis statement?
Complete body paragraphs which include: topic sentences, evidence from text (including in-text citations), analysis
Conclusion
Works Cited page
Paper copy for peer review
Wednesday September 6, 2017
Goal for in class today: 1-2 body paragraphs
HW: finish body paragraphs and compose conclusion
Sample body paragraph:
underline: topic sentence and explanation of the trait
italics: evidence from the text (you do not need two different pieces of evidence)
bold: analysis (picking apart the perspective and claim that I've made--making what is implied or assumed and making it explicit or clear)
The fir tree is ungrateful throughout most of the story. Herarely appreciates his circumstances or even the friends around him. He constantly desires more and wants to grow taller in order to "bow with stately dignity like my tall companions" (1). During the winter when the hare would jump over the fir tree, instead of appreciating the opportunity to provide happiness for the hare, he is described as feeling "mortified" (1).The hare isn't harming the fir tree by jumping over him. There is no physical pain that the hare causes, and the fir tree is actually providing a source of enjoyment for the hare. The fir tree could instead feel honored and proud of the fact that the hare has chosen to jump over him rather than any of the other tree or bush in the forest. In this moment, the fir tree should appreciate the chance to help a fellow forest creature instead of focusing on his own personal shallow gratification. He could instead pause and treasure the friendship with the hare because eventually he will grow tall enough that the hare will not be able to jump over him anymore.
Tuesday September 5, 2017
Today's class:
Your goal is to complete steps 3, 4, and 5 in class.
Basic Rules for MLA
Any information that you learn or use from a source (that is NOT common knowledge) must be cited in-text and on the Works Cited page—this includes summary, paraphrase, and direct quotes.
The in-text citations serves as a reference to the Works Cited page.
(Smith 23) tells the reader to look for the entry on the Works Cited page beginning with Smith
MLA format follows the author-page method of in-text citation. This means that the author's last name and the page number(s) from which the quotation or paraphrase is taken must appear in the text, and a complete reference should appear on your Works Cited page. The author's name may appear either in the sentence itself or in parentheses following the quotation or paraphrase, but the page number(s) should always appear in the parentheses, not in the text of your sentence. For example:
Wordsworth stated that Romantic poetry was marked by a "spontaneous overflow of powerful feelings" (263).
Romantic poetry is characterized by the "spontaneous overflow of powerful feelings" (Wordsworth 263).
Wordsworth extensively explored the role of emotion in the creative process (263).
from Purdue OWL
HOMEWORK for Wednesday: --compose one body paragraph ---body paragraphs should have a topic sentence, an explanation of that trait, evidence from the text, and then an explanation or analysis of HOW the evidence illustrates the trait ---Analysis means that you make what is implicit (or implied) explicit (or clear) for the reader
Thursday August 31, 2017 Here are copies of the Essay Prompt and SAMANTHA graphic organizer. Your homework is to complete step 1 and 2 for Tuesday.
I will explain the next few steps at the beginning of class on Tuesday, so be prepared to ask questions.
Wednesday August 30, 2017 Review the guidelines for MLA documents on the OWL website (*you can ignore most of what is on there at this point because we just want the basics)
BE SURE TO INCLUDE: -header (name, my name, class, date) -title -page numbers (including your last name) -double spaced -times new roman font -12 point font -body paragraph illustrating indent and double space: compose three sentences that tell me about your favorite day of the week -titled works cited page
ATTENTION 3rd period students: don't panic if you can't figure out how to do all of these items. We can go over it tomorrow in class.
Tuesday August 29, 2017**
Let's briefly talk about some of these terms to use when describing characters Character PowerPoint. I will expect you to use these terms during class discussions, journal entries, and formal essay assignments.
And then, let's put these terms to use:
Instructions for memes:
As a group, chose a recorder, speaker(s), and a laptop navigator. Record each person's role.
Choose one of the main characters from either of the fairy tales that we read last week.
Discuss and record which terms from the powerpoint best fit this character.
Choose one of the terms to label the character
Record silly and witty words and phrases that explain why you chose this term.
Go to this Meme Generator to create a meme for the character.
Guidelines for memes: age appropriate, no offensive language, no offensive messages
Using some combination of the words and phrases that you recorded, create a meme to illustrate how/why this character fits this term.
Email (krodems@illinois.edu) the meme and turn in the notes from the activity that should included: the term from the powerpoint you chose andjustification/explanation for why you chose the image, term, and words/phrases (in complete sentences).
Homework for Wednesday:
Read the two powerpoints below and take notes in your journal. Again, I will not test you on these ideas, but I expect you to show me these ideas in your upcoming essay. Introductions Conclusions
Monday August 28, 2017
Today we will set up Box accounts and Box Sync. You will submit all final drafts of your Essays through Box.
We will also set up your Noodle Tools accounts and walk through citing the two fairy tales we read last week.
Write down the passwords to each of these accounts because you will need to access these throughout your time at Uni.
No homework for tonight.
Friday August 25, 2017
Free Reading Day---so bring your book!
Wednesday August 23, 2017
Answer a series of questions about "The Emperor's New Suit" to develop a basic understanding of the story.
Create a chart with two sides. See below.
Text Based Questions
Answer in your own words and then provide evidence from the text
1. Explain the Emperor's weaknesses and faults.
2. What does the emperor hope to achieve from wearing the clothes?
3. How do the swindlers hope to make a profit?
4. Why does the emperor send council members to check on the progress of the weavers?
5. Look at the words that are used to describe the officials. Do they change? Where and Why?
6. When the emperor finally "sees" himself, what is his reaction?
7. What is the description of the emperor in the clothes. What makes it believable?
Subfreshman English Policies
An important resource for Citing Sources: Purdue Owl
Uni's definition of Plagiarism:
Plagiarism is intentionally or knowingly representing the words or ideas of another as one’s own in any academic endeavor. Plagiarism includes, but is not limited to, the knowing or intentional failure to attribute language or ideas to their original source, in the manner required by the academic discipline (such as by quotation marks, attribution in the text, proper paraphrasing and citation) in an academic exercise.
------------------------------------------Please remember to submit all Final Drafts to our shared Box Folder----------------------------------------------
Friday, May 18, 2018
Stop Motion Projects
3rd period:
Fatima, Eve, Rowan
Farah, Ariana, Alyssa
Dina, Vivia, Anna, Soo
*Henry, Ekam, Ethan
Andrew, Lillian, Aakash, Angel
Elijah, Andy, Lawrence
Dore, Serenity, Stefania
4th period:
Noel, Izzy, Eliza
Maya, Bronwyn, Madeleine
Nadir, Andy, Jake
Ivan, Akhil, Demetrius
*Elliot, Ronan, Lorenzo, Kiran
Zoey, Lara, Zahraa
6th period:
*Jonathon, Kevin, Brooks
Cadi, Erin, Yeowoon
*Ryan, Ilana, Lynette
Ryland, Michael, Zhaohan
Ella, Jake, Isabel, Haley
Rithika, Maxine, Sally
Ian, Elias, Kethan, Dominyq
Monday, May 14th, 2018
How to use PowerPoint to create a Lego stop motion animation:
Monday May 7, 2018
Today's goals:
1. Decide on your conflict resolution: vote; rock, paper, scissors; talk it out; etc.
2. Determine if you have Legos for the group, a phone to take pictures, will you build a tripod?
3. Decide and write down your choice for a Greek Myth. You may choose from any of the following myths:
--Persephone; Prometheus and Pandora; Athena; Hercules; Perseus (Medusa); Thebes (Oedipus and the Sphinx); Theseus (Minotaur)
4. Read the myth. Even if you have read the myth before, read this version. You are bound to this version of the myth.
5. Decide which scene you would like to create for the film. Remember that you will probably only be able to create a one minute scene, but you should choose an iconic scene.
6. Create a story board for the scene. Who will be in the scene? What will the background look like? Will you need any special Lego pieces?
Friday May 4, 2018
On a piece of paper, please complete the following:
1. Rank all of these Greek myths according to your interests:
a. Persephone
b. Prometheus and Pandora
c. Athena
d. Hercules (12 labors)
e. Perseus (Medusa)
f. Thebes (Oedipus and Sphinx)
g. Theseus (Minotaur)
2. List two students you would like to work with or work well with.
3. Do you have Legos to loan to the group?
Friday, April 27, 2018
Here is your last essay for Subfreshman English.
Friday, April 20, 2018
Here is a PowerPoint on imagery that includes other forms that we've not discussed before now.
Answer the following questions in your journals as a group:
1. Can you find a relationship or connection between all of these examples of seriousness? Explain your answer with support from the poem.
2. What other moments of seriousness could be included in this poem?
3. Find three examples of imagery in the poem. Using the definition from the PP, label each example.
Thursday, April 12, 2018
4th period
"Forgetfullness"
"We Wear the Mask"
According to poets.org, “Paul Laurence Dunbar was one of the first influential black poets in American Literature… He enjoyed his greatest popularity in the early twentieth century following the publication of dialectic verse…” Dialectic verse is when an author uses a particular form of a language that is specific to a region or social group. Appalachian dialect is an example.
Dunbar was well-known for writing a range of genres: essays, poetry, novels, and his work has been “acclaimed as an impressive representations of black life in turn-of-the-century America....Dunbar invested himself most fully in his standard poetry—which bore the influences of such poets as the English romantics and Americans such as Riley—it was the dialect verse that found greater favor with his predominantly white readership, and it was by virtue of these dialect poems that Dunbar gained increasing fame throughout the country. “
Dunbar wanted to be a professional writer, so he was generally conflicted because he wanted to write using his more natural voice, as exemplified in his poem “We Wear the Mask” rather than the more popular and therefore purchased and requested poetry such as “Negro Love Song.”
HW: Tomorrow is a free reading day--bring a book!
Tuesday April 10, 2018
Poetry in Music
Each student at your table should suggest a song for this activity. The objective is to identify, label, and explain the type of figurative language or poetic devices used in the song.
Begin searching online to find the lyrics to the song. Read the lyrics and look for any of the figures of speech or devices of sound that are listed on the Poetic Devices worksheet (poetry packet).
Some common poetic devices found in music are metaphors, similes, personification, hyperbole, alliteration, assonance, consonance, onomatopoeia, or rhyme. While in class, complete as much of the worksheet as possible.
Monday April 9, 2018
Here is the poetry packet, with copies of all poems, just in class yous is misplaced.
Poetry Unit--2018
Anticipated Schedule
Thursday March 29, 2018
Here is the link to the I Am Malala essay.
HW for tomorrow:
In your journals, choose two topics from your brainstormed list and freewrite on each topic for 10 minutes.
Consider the following ideas when freewriting: What are your feelings on this topic? How does it relate to you? What experiences have you had with this topic? And anything else you want to say.
Tuesday, March 27, 2018
As a table, answer the following questions in your notebooks:
1. Chapter 21: After the shooting, confusion seemed to be the most prevalent emotion. Doctors, dignitaries, the army, the family, and friends heard and shared different stories. How and in what ways was this confusion detrimental to Malala's medical treatment? At one point, Malala wrote about her father's feelings, "In our society, if someone dies, you feel very honored if one dignitary comes to your home. But now he was irritated. He felt all these people were just waiting for me to die when they had done nothing to protect me." 253. Is Ziauddin justified in his response? A similar emotion occurs when dignitaries visit a disaster site. Why do dignitaries become involved in dramatic events? Is this a benefit to anyone involved or a hindrance to disaster relief? What should dignitaries do to lend support and offer sympathy?
2. What is your reaction to Ziauddin's decision to let Malala go to the UK?
Wednesday, March 14, 2018
Using Chapters 11-14, find passages in the text that illustrate Malala or her father criticizing the Taliban OR moments where there is a clear representation of how the Taliban’s restrictions are negatively affecting Malala, her family, or her friends.
Tuesday, March 13, 2018
Friday March 2, 2018
Below is the reading schedule for I Am Malala. It's possible that this reading schedule will change depending on the needs of the class discussions and reading pace. Please keep track of how long it takes you to read for Monday.
Pages 3-39 (36)
Pages 40-68 (28)
Pages 69-89 (20)
Pages 90-107 (17)
No School
Pages 111-134 (23)
Pages 135-153
(18)
Pages 154-175
(21)
176-204
(28)
205-226
(21)
Spring Break
Spring Break
Spring Break
Spring Break
Spring Break
Reading day in class
227-242
Pages due
245-271 (26)
Pages due
275-301
Pages due 303-End
Begin Essay work
Thursday, March 1, 2018
Assignment: review Kenneth Branagh's film adaptation of Much Ado About Nothing. While you're not necessarily evaluating how well the movie adheres to the play, you should use your knowledge of the play and your film notes to guide your evaluation.
Since you can't discuss the entire film in 45 minutes, you should focus in on one or two specific elements of the film:
--one or two actor's portrayal of their character
--evaluate one or two particular scenes (the director's choices in location, portrayal, movement, action, additions/deletions)
--some other specific aspect of the film
The essay should have a thesis statement that makes a claim about the quality of the film/actor/performance/etc. The word choice throughout the essay should reinforce that thesis statement. For example, if you claim Michael Keaton's portrayal of Dogberry is precise, then you should use words such as exact and accurate as you provide examples of moments in the film when this quality is represented. Be specific in the evaluation. Don't just say that the actor was good. What about their performance was good? Facial expression, body language, interpretation of the line, etc.
The evaluation should be in MLA format, several paragraphs, at least 400 words and no more than 500 words, revised, edited, and submitted by tonight at 10pm to our shared Box folder, titled "Last Name, Film Review."
Here is the link to the IMBD page which will list the actors names. Please refer to the actor's names.
Tuesday February 13, 2018
Today you will write a response to Act 4. You will have a large portion of the class time to write the response in your journals.
- All responses must give a brief summary of the scene.
- Approach the response from one of the following questions:
i. How does this scene compare to the rest of the play so far? Explain. Use specific lines from the scene to support your response.ii. What is confusing or startling about the scene? Explain. Use specific lines from the scene to support your response.
iii. Is there a line or lines that trouble or intrigue you? Explain. Why? How does that line relate to the rest of the scene or play?
iv. Does the tone change in this scene? So what? Why is that relevant?
Monday February 12, 2018
Just to clarify, here is the book information for the upcoming unit:
I Am Malala: The Girl Who Stood Up For Education and Was Shot by the Taliban
ISBN: 0316322407
Thursday February 8, 2018
Just in case you are interested in watching all of the Alexander Street Press Version (early 20th Century United States): Much Ado About Nothing
Thursday January 24, 2018
It's time to start reading Much Ado About Nothing. Please bring your book to class everyday. Below is the reading schedule, instructions for the insult duels, and the insult duel schedule. At the end of the below information, you will find a links to an insult generators, a list of insults from the Folgers Theater, and a link to the OED (the dictionary that you should use to find the definitions for the insults).
Much Ado About Nothing
Possible Schedule
No School
Group Work
Group Work
Group Work
Group Work
Present
Elizabethan political history
Present
Elizabethan social history
Present
Globe Theater
Present Drama
Present
William Shakespeare
Shakespeare Prep
Free Reading Day
Shakespeare Prep
Reading Due:
Act 1, Scene 1
Reading Due: Act 1, Scene 2-3
Reading Due: Act 2, Scene 1
Reading Due:
Act 2, Scene 2
Reading Due:
Act 2, Scene 3
Reading Due:
Act 3, Scene 1
Reading Due:
Act 3, Scene 2
Reading Due:
Act 3, Scene 3
Free Reading Day
Reading Due: Act 3, Scene 4-5
Reading Due:
Act 4, Scene 1
Reading Due:
Act 4, Scene 2
Reading Due:
Act 5, Scene1
Reading Due:
Act 5, Scene 2-4
No School
Agora
Agora
Agora
Agora
Film
Film
Film
Begin IAM
Insult Duels (15 points): As noted in the schedule, we will begin the Insult Duels on January 29. Each day, two students will exchange Elizabethan insults and then explain what they mean. The purpose of this assignment is to become familiar and comfortable with the language in a truly “meaningful” way. I will provide you with a sheet that lists some choices (see below Shakespeare Insult page), but there are several resources on the internet. Some of these resources might be wrong, so make sure you are using a credible source. You will be required to explain the meaning of the insult in contemporary language, so be sure and consult the OED so you know what you are saying.
3rd period Insult Duel Schedule
4th Period Insult Duels Schedule
Here are some insult generators: Insult Generator Insult List
Here is the Folgers Theater Shakespeare Insult list: Folgers Insults
Here is a link to the OED: OED
Monday January 8, 2018
Welcome back! Here is the Shakespeare Research Project
Here are your groups. I tired very hard to give each student their first choice, but some topics were more popular than others. I am pretty sure that I was able to get each in at least their second choice. If you have major concerns about your group assignment, please speak to me privately:
3rd Period Shakespeare Presentation Groups:
Politics: Ariana, Angel, Henry, Lillian, Lawrence
Social: Elijah, Stefania, Anna, Ekam
Drama: Doren, Alyssa, Rowan, Aakash, Eve
Globe: Farah, Dina, Andrew, Ethan, Soo
Shakespeare: Fatima, Andy, Serenity, Vivia
4th Period
Politics: Bronwyn, Lara, Demetrius, Ronan
Social: Zahraa, Madeleine, Jake, Akhil
Drama: Andy, Izzy, Amaya
Globe: Ivan, Nadir, Zoey, Elliot
Shakespeare: Eliza, Kiran, Lorenzo, Noel
6th period
Politics: Isabel, Kevin, Ilana, Ian, Ryland
Social: Jonathan, Erin, Ryan, Cadi, Elias
Drama: Haley, Rithika, Jake, Ella
Globe: Michael, Zhaohan, Sally, Yeowoon
Shakespeare: Maxine, Dominyq, Lynette, Kethan, Brooks
Monday December 18, 2017
Banned Book Evaluations are due tonight by 10pm to our shared Box folder. Label the document "LastName, Evaluation"
Finals Schedule:
3rd Period: Tuesday 11:15-1:00
4th Period: Thursday 8:00-9:45
6th Period: Thursday 10:00-11:45
During finals period, each of you will share your Banned Book Project with the class through an informal yet organized description of your research and evaluation.
Before you come to class, please gather and write down this information:
Summary of the book: 2-3 sentences about the main idea of the book
Challenge information: who, when, where, why, outcome (if available)
A few points about your evaluation: what did you ultimately decide and why
Tuesday December 12, 2017
Banned Book Eval Work (due Monday Dec 18 by 10 pm):
The essay should convey to major ideas: explain the details of the challenge and defend your position about whether the book's value outweighs the "bad stuff."
Revised Banned Book Prompt
Wednesday December 6, 2017
HW:
Continue working on your Banned Book Synopsis due Monday (Dec 11) by 10pm to your Box folder. Review the instructions on the above document.
Here are the additional details that we went over in class:
--3rd person formal tone
--include spoilers
--MLA: header, page numbers, 1 inch margins
--in your own words
--include important points/events
--provide basics: setting, characters, title and author
--tell the summary in the order in which the story unfolds
--use transitions
--do not write one long paragraph
--WCited for your book (does not count towards the 1-2 pages)
--you only need in-text citations if you use direct quotes
--literary present tense (if fiction)
--objective summary: no analysis or evaluation
--title of novels are in italics
--write the summary of the book from memory or go back and read portions--do not use outside resources
--save the file in your Box folder as Last Name, Synopsis
--summary does not need traditional introduction and conclusion
--does not need a creative title (can be Summary of...., or not title at all)
Tuesday December 5, 2017
Friday December 1, 2017
Continue reading your BB.
Monday and Tuesday will be in-class reading days.
Monday November 27, 2017
Proposal
Due Thursday November 30—this must be a signed HARD COPY by parent/guardian turned into me
HW: Continue researching and writing
Thursday November 16, 2017
During class today, Ms. Arnold and I will discuss "The Freedom to Read Statement" by the American Library Association (ALA).
On Friday, Ms. Arnold will show you the class project page for the Banned Book Project and how to navigate through it.
HW for Monday:
Begin some preliminary research using the Class Project Page ONLY--no exceptions
Take notes in your journal:
--books that you are interested in reading (even if you've decided on a book, and you DO NOT need to have decided on a book yet)
--title of the book, why was it challenged, when, who, where
--which databases and sources provide the above information
--which databases are not as useful for you and why
--you do not need to look through all of the resources/databases over the weekend as we will have time in class on Monday to do more research.
--meet in the library on Monday (research, choose, order/checkout)
--remember that you do not need to have chosen your book until the end of class on Tuesday
Banned Book Prompt
Tuesday November 7, 2017
Anticipated Reading Schedule:
Choose one of the following statements and explain your opinion:
------------------------------
Each table is assigned a topic(s) to research and present on your board. Gather some basic information using more than one source. As you gather information, write it on your assigned board. You will need one laptop navigator, one glass board scribe, and the other students will help decide what information is should be written on the board. All students should be reading information.
Station 1:
Ray Bradbury
Station 2:
Atomic Bomb and WW II
Station 3:
Cold War
Station 4:
McCarthyism
Station 5:
Un-American Activities Committee
Hollywood 10
Station 6:
American Communist Party
Edward R. Murrow
----------------------------
HW: Begin reading Fahrenheit 451 (including introduction). Your goal for this evening is 20 pages.
Monday November 6, 2017
“The Necklace” Checklist
Final draft due tomorrow by 10pm to our shared Box Folder
Title the document “Last Name, Necklace”
Revisions:
Editing:
BRING your Fahrenheit 451 book to class tomorrow.
Tuesday October 31, 2017
Draft work in class today after a brief discussion about the second piece of literary criticism. Keep working on your drafts in preparation for the peer review on Thursday.
Signal Phrasing
WRONG-Dangling Quotation/Hit and Run
With the mystery apparently solved, the reader might think that the story should end at this point. Indeed, several critics have argued that "The Necklaces"'s conclusion—its oft-noted surprise ending—is necessary. “the real merits of the tale as read, do not lie in the cleverness of the ending” (85).
CORRECT
With the mystery apparently solved, the reader might think that the story should end at this point. Indeed, several critics have argued that the story's conclusion—its oft-noted surprise ending—is necessary. In his 1974 book The Short Story, Sean O’Faolain argued that“the real merits of the tale as read, do not lie in the cleverness of the ending,” making the case that Maupassant’s genius lies in his characterization of the Loisels and his depiction of the hardships that they encounter(85).
He was partially supported in this position by Francis Steegmuller, the author of an influential Maupassant biography, who regarded “The Necklace” as“inherently inferior” to Maupassant’s other works because it is “flawed by improbabilities,”by which he meant all of the story’s unlikely coincidences but particularly the final revelation of the necklace’s true nature (145). Despite these critics’ wishes to the contrary, the ending is a part of Maupassant’s story—and, I would argue, an integral one.
Quoting Templates—Signal Phrasing
Remember literary present tense--the idea that a piece of fiction is constantly unfolding-- that only applies to fiction. Given the format for this essay, you will need to convert some of the below templates to 3rd person if you are using them to introduce a direct quote from the story.
However, when you write about nonfiction (secondary source) to support your position, then you should use past tense. For nonfiction, you will need to adjust the templates below by converting to 3rd person and past tense.
Introducing quotes:
Templates for Explaining Quotes:
Ways of Responding
Disagreeing
Agreeing
Combination of Both
Monday October 30, 2017
Reading Literary Criticism:
Remember that lit crit is not being critical of the work but rather taking a critical look at the work by making inferences and connections within in the text or using a theory to analyze the text.
--Be prepared to annotate: ask questions, define words, highlight, underline, emphasize ideas by noting them on the side.
--keep your eye out for the thesis
--find the evidence
--keep your eye out for ideas that could support your thesis
HW:
Read 2nd piece of criticism and take notes using the guiding principles above as well as those discussed in class.
Friday October 27, 2017
HW:
Keep drafting your essay. Come to class on Monday with a rough, rough draft of all body paragraphs and at least an outline of the conclusion.
Thursday October 26, 2017
You should have come to class with a completed concept map and a rough, rough introduction.
Today, you should continue drafting your essay. So, where to go from here?
1. How will you arrange/pair/match/group the support for your analysis? Scenes? Topics? Actions? Decisions? Characters? Look over your concept map and determine what ideas and support can be paired and matched together. You can ultimately decide how to organize the essay and support your ideas. While the essay prompt states "explain HOW these specific elements of the scene are supporting, reinforcing, communicating the THEME of the story," it certainly depends on what you pull out of the scenes to use as support.
2. After you decide how to organize the essay, begin crafting the body paragraphs. Don't forget those important elements of a paragraph: topic sentences, major and minor supporting ideas, and evidence from the text. Be sure that you are connecting the dots for the reader--HOW do the elements of the scene convey the theme? What happens? Doesn't happen? Why does is matter? Why are these actions important? Pull apart the scene and then explain how the parts come together to convey the theme.
3. Come to class on Friday with a rough, rough draft of at least two body paragraphs.
Tuesday October 24, 2017
HW: Finish your concept map. Remember that the concept map is a prewriting exercise to get your ideas on paper. You are not bound to every idea that you write. Don't forget to also fill in the blanks and include the explanation as to "why it matters, why is it significant, and/or how does it relate to the theme?" What's happening in the scene? What's happening that's not being said by the author/narrator? Why is it happening? Pull apart the scene first and then explain how they relate or why it matters.
For example, consider the theme and ideas that I had on the board today:
--Honesty--They send the letter to Mme. Forestier---because they want to keep her as a friend--why is this important? because social status is important to her. Keeping a woman with a higher social status as a friend than her keeps her social status higher. However, in the long run, she loses her social status anyhow because she has to work.
Monday October 30, 2017
Reading Literary Criticism:
Remember that lit crit is not being critical of the work but rather taking a critical look at the work by making inferences and connections within in the text or using a theory to analyze the text.
--Be prepared to annotate: ask questions, define words, highlight, underline, emphasize ideas by noting them on the side.
--keep your eye out for the thesis
--find the evidence
--keep your eye out for ideas that could support your thesis
HW:
Read 2nd piece of criticism and take notes using the guiding principles above as well as those discussed in class.
Monday October 23, 2017
It's your favorite time of the unit. Here is your essay prompt: Necklace Analysis
HW: reread "The Necklace" and take notes in your journal about the scenes that relate to your possible theme for your essay.
Friday October 20, 2017
HW: Read and take notes on this powerpoint: theme
After taking notes, compose at least three themes for "The Necklace." Remember that a theme needs a subject and predicate. "Honest" is not a theme. "It's important to tell the truth because it produces trust." However, don't be too specific. For example: Matilda should have been honest so that she didn't have to spend 10 years paying off her debt."
Thursday October 19, 2017
HW: 1. finish the character analysis questions.
2. In your journal, pick up where the end takes off. What happens next? Spend 20 minutes writing.
Wednesday October 18, 2017
Complete the following before you come to class tomorrow:
--read and take notes on "The Necklace" on page 288
--respond to ending of the story
--Look over your notes and story. Make a list of the 10 most important "sequence of events" in the story. Consider the definition of plot--that events in a story do not happen in isolation but rather there is a cause and reaction.
Friday October 13, 2017
You will be watching a short film of "Trail of the Green Blazer" which is a one episode from a TV series called Malgudi Days. The series was produced in 1986 and depicts Narayan's short stories.
Since the actors are speaking Hindi, many of you will not be able to understand the words. However, you've read the short story, so you know the events of the story.
One student from each table should hook-up their laptop to the monitor at your table.
As you watch the film, each student should take notes in their journal about the film by answering these questions:
1. Pay close attention to the portrayal of Raju. Is it the same as you expected? Different? How so?
2. What about the portrayal of the Green Blazer? Is it the same as you expected? Different? How so?
3. How does the setting in the film compare to the short story?
4. Do you notice other morals, lessons, or messages from the author? We discussed the author's message yesterday. Is this lesson more or less pronounced?
5. What other significant similarities and differences do you notice?
After you finish watching the film, finish answering the questions. If there is time, please share with people at your table.
Trail of the Green Blazer
There is NO HOMEWORK over break! Enjoy!
Ms.Rodems
Wednesday October 11, 2017
HW; Read and take notes "Trail of the Green Blazer" on page 179
Tuesday October 10, 2017
HW: Read and take notes on "The Rain Came" page 192
Monday October 9, 2017
Homework for Tuesday
Answer the following questions about "It Used to Be Green Once" in your journals:
1. Finish your journal entry from class: In what ways and where in the text do you see the information from the Wiki represented? (In other words, what did you learn about the Maori people and HOW can you connect the Wiki reading to the story?)
2. Describe Mum. Do you think she is cruel? Why or why not? Provide evidence from the story.
3. Explain the last line of the story?
Friday October 6, 2017
Read and take notes on "It Used to Be Green Once" for Monday
Thursday October 5, 2017__
At your tables, answer the following questions:
1. When does the story take place? What passages in the story represent your answer?
2. Where does the story take place? What passages in the story represent your answer?
3. Which side does Tokjae represent? What passages in the story represent your answer?
4. Which side does Songsam represent? What passages in the story represent your answer?
5. How does Tokjae become the chairman for the Communist Farmers' Alliance? How does he feel about the position? What passages in the story represent your answer?
6. Why didn't Tokjae go North when warned of the South's invasion?
HW: In your journal, explain the last line of the story.
Wednesday October 4, 2017
HW: Read and take notes in your journal on the short story "Cranes" pages 37-41.
Short Story and Banned Book Units October 2-December 18
Anticipated Schedule
Tuesday October 3, 2017
Please answer the following questions in your journal and please date the entry:
--Define the short story genre.
--How long is a short story?
--How do the literary conventions (protagonist, plot, etc.) function in the short story genre?
--What devices (foreshadowing, flashback, etc.) might you expect or might not expect from a short story?
PLEASE DO NOT GOOGLE THIS QUESTION. I am not looking for a perfect answer but rather some critical thinking about what "makes" a short story, a short story.
Monday October 2, 2017
HW: please begin revising your paragraphs. You will have the entire class period tomorrow to finish and submit your paragraphs.
Friday September 29, 2017
Today is free reading day.
HW: finish your last paragraph and bring a PAPER copy of all three paragraphs to class on Monday for a peer review.
Tuesday September 26, 2017
3rd and final paragraph:
Uni Welcome Paragraph
HW: brainstorm a list of all the hidden details about Uni. What are Uni's best qualities that aren't necessarily shared or thoroughly explained during the informational meetings or from the website?
I will be collecting your journals tomorrow, so please bring it to class, ready to turn in.
Monday September 25, 2017
Today's goals:
Friday September 22, 2017
Food/Dish Paragraph
One of the above prompts should inspire your topic sentence. Use the details of the dish to support your topic sentence—in other words, the major and minor supporting details should come from the dish.
This paragraph has fewer rules than the last, but must do the following:
You're primary audience is me. What does that tell you about the tone and voice?
Our goal for completion is probably Monday evening by 10pm, but let's see how it goes today.
Thursday September 21, 2017
Second Paragraph:
You will get the opportunity to choose one dish to describe for this essay.
It will important to consider and possibly include:
You can describe the food by using one of the following prompts:
While the topic of the paragraph is simple, as you've experienced at this point, the details are not. I provided you with a list of items to revise and edit. Focus on writing clear and concise sentences with details and description. Consider these paragraphs our warm-up exercises for the essays to come.
Homework for Friday:
Choose which prompt and dish you would like to use for this paragraph.
Wednesday September 20, 2017
General revisions and editing are necessary for the first paragraph. However, we are also going to consider some very specific items as well:
1. Transitions (this was your homework)
2. Varied Sentence Structure
3. Repeated phrases and synonyms
4. To Be Verbs Vs. Active Verbs
Please revise these items and submit your final draft to your Box account by 10 pm tonight. Title the document: Last name, Paragraphs
Tuesday September 19, 2017
Today while in class, your goal was to complete the worksheet with your chosen trait and then compose a paragraph using proper MLA format.
Homework: finishing composing your paragraphs and then rearrange sentences (if needed) and add/revise transitions, using the transition worksheet.
Monday September 18, 2017
Just to clarify: your homework is to choose a trait and brainstorm a list of examples.
Friday September 15, 2017
We will start a new unit on Monday that will address the specific details of a paragraph.
HW for Monday:
Please read and take notes in your journal on this paragraph powerpoint that explains the components of a paragraph.
Tuesday September 12, 2017
Editing items to consider:
--MLA documentation
--MLA format
--title
--replace or modify the phrases around these words: very, really, thing, this, great, good, bad, everyone, always
--check your use of commas
--Oxford Comma
--misspellings and other grammar errors
Your final drafts are due tonight by 10pm to your shared Box Folder. Title the Essay "last name, Fairy Tale Essay"
Bring your rough draft, peer review, and SAMANTHA worksheet to class on Thursday.
Tomorrow meet in the library for a library tour!
Thursday September 7, 2017
Our goal today is today is to prepare your draft for a peer review tomorrow.
Required items for the rough draft:
Wednesday September 6, 2017
Goal for in class today: 1-2 body paragraphs
HW: finish body paragraphs and compose conclusion
Sample body paragraph:
underline: topic sentence and explanation of the trait
italics: evidence from the text (you do not need two different pieces of evidence)
bold: analysis (picking apart the perspective and claim that I've made--making what is implied or assumed and making it explicit or clear)
The fir tree is ungrateful throughout most of the story. He rarely appreciates his circumstances or even the friends around him. He constantly desires more and wants to grow taller in order to "bow with stately dignity like my tall companions" (1). During the winter when the hare would jump over the fir tree, instead of appreciating the opportunity to provide happiness for the hare, he is described as feeling "mortified" (1). The hare isn't harming the fir tree by jumping over him. There is no physical pain that the hare causes, and the fir tree is actually providing a source of enjoyment for the hare. The fir tree could instead feel honored and proud of the fact that the hare has chosen to jump over him rather than any of the other tree or bush in the forest. In this moment, the fir tree should appreciate the chance to help a fellow forest creature instead of focusing on his own personal shallow gratification. He could instead pause and treasure the friendship with the hare because eventually he will grow tall enough that the hare will not be able to jump over him anymore.
Tuesday September 5, 2017
Today's class:
Your goal is to complete steps 3, 4, and 5 in class.
Basic Rules for MLA
Wordsworth stated that Romantic poetry was marked by a "spontaneous overflow of powerful feelings" (263).
Romantic poetry is characterized by the "spontaneous overflow of powerful feelings" (Wordsworth 263).
Wordsworth extensively explored the role of emotion in the creative process (263).
from Purdue OWL
HOMEWORK for Wednesday:
--compose one body paragraph
---body paragraphs should have a topic sentence, an explanation of that trait, evidence from the text, and then an explanation or analysis of HOW the evidence illustrates the trait
---Analysis means that you make what is implicit (or implied) explicit (or clear) for the reader
Thursday August 31, 2017
Here are copies of the Essay Prompt and SAMANTHA graphic organizer.
Your homework is to complete step 1 and 2 for Tuesday.
I will explain the next few steps at the beginning of class on Tuesday, so be prepared to ask questions.
Wednesday August 30, 2017
Review the guidelines for MLA documents on the OWL website (*you can ignore most of what is on there at this point because we just want the basics)
BE SURE TO INCLUDE:
-header (name, my name, class, date)
-title
-page numbers (including your last name)
-double spaced
-times new roman font
-12 point font
-body paragraph illustrating indent and double space: compose three sentences that tell me about your favorite day of the week
-titled works cited page
ATTENTION 3rd period students: don't panic if you can't figure out how to do all of these items. We can go over it tomorrow in class.
Tuesday August 29, 2017**
Let's briefly talk about some of these terms to use when describing characters Character PowerPoint. I will expect you to use these terms during class discussions, journal entries, and formal essay assignments.
And then, let's put these terms to use:
Instructions for memes:
Homework for Wednesday:
Read the two powerpoints below and take notes in your journal. Again, I will not test you on these ideas, but I expect you to show me these ideas in your upcoming essay.
Introductions
Conclusions
Monday August 28, 2017
Today we will set up Box accounts and Box Sync. You will submit all final drafts of your Essays through Box.
We will also set up your Noodle Tools accounts and walk through citing the two fairy tales we read last week.
Write down the passwords to each of these accounts because you will need to access these throughout your time at Uni.
No homework for tonight.
Friday August 25, 2017
Free Reading Day---so bring your book!
Wednesday August 23, 2017
Answer a series of questions about "The Emperor's New Suit" to develop a basic understanding of the story.
Create a chart with two sides. See below.